GPA, Student Gender, School Subject, and Teacher Attitudes in Grade Retention Decisions: An Experimental Study
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| Title: | GPA, Student Gender, School Subject, and Teacher Attitudes in Grade Retention Decisions: An Experimental Study |
|---|---|
| Language: | English |
| Authors: | Florian Klapproth (ORCID |
| Source: | European Journal of Psychology of Education. 2026 41(1). |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Grade Repetition, Gender Differences, Intellectual Disciplines, Grade Point Average, Teacher Attitudes, Influences, Student Promotion, Preservice Teachers, Student Attitudes, Academic Achievement, Probability, Foreign Countries |
| Geographic Terms: | Germany |
| DOI: | 10.1007/s10212-026-01072-7 |
| ISSN: | 0256-2928 1878-5174 |
| Abstract: | This experimental vignette study examined how student performance, gender, the subject of academic failure, and teachers' attitudes toward grade retention influence promotion decisions. A total of N = 146 pre-service and in-service teachers each evaluated 12 fictional student profiles varying by grade point average (GPA: poor vs. very poor), failing subject (language vs. math/science), and student gender. Teachers also completed a 16-item questionnaire on attitudes toward grade retention. Generalized estimating equation analyses revealed that poorer academic performance substantially increased the likelihood of recommending retention, and failure in a language subject was judged more critically than failure in math/science. Moreover, a gender × subject interaction indicated that female students were more likely to be retained when failing in mathematics, suggesting the influence of gender stereotypes. Teachers' pro-retention attitudes independently predicted more frequent retention recommendations, whereas professional status (pre-service vs. in-service) had no effect. These findings supported our predictions regarding academic performance (H1), subject domain (H3), and teacher attitudes (H5), provided partial support for the anticipated gender-by-subject interaction (H4), and showed no significant effect of student gender (H2). These results highlight that while teachers emphasize academic criteria, their judgments remain subtly shaped by subject-specific gender stereotypes and individual beliefs. Implications for teacher education and educational policy are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506030 |
| Database: | ERIC |
| Abstract: | This experimental vignette study examined how student performance, gender, the subject of academic failure, and teachers' attitudes toward grade retention influence promotion decisions. A total of N = 146 pre-service and in-service teachers each evaluated 12 fictional student profiles varying by grade point average (GPA: poor vs. very poor), failing subject (language vs. math/science), and student gender. Teachers also completed a 16-item questionnaire on attitudes toward grade retention. Generalized estimating equation analyses revealed that poorer academic performance substantially increased the likelihood of recommending retention, and failure in a language subject was judged more critically than failure in math/science. Moreover, a gender × subject interaction indicated that female students were more likely to be retained when failing in mathematics, suggesting the influence of gender stereotypes. Teachers' pro-retention attitudes independently predicted more frequent retention recommendations, whereas professional status (pre-service vs. in-service) had no effect. These findings supported our predictions regarding academic performance (H1), subject domain (H3), and teacher attitudes (H5), provided partial support for the anticipated gender-by-subject interaction (H4), and showed no significant effect of student gender (H2). These results highlight that while teachers emphasize academic criteria, their judgments remain subtly shaped by subject-specific gender stereotypes and individual beliefs. Implications for teacher education and educational policy are discussed. |
|---|---|
| ISSN: | 0256-2928 1878-5174 |
| DOI: | 10.1007/s10212-026-01072-7 |
